STEAM EDUCATION FOR SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL AWARENESS: IMPACT ON STUDENTS’ BEHAVIOR AND ATTITUDES

Abstract

This study examined the impact of STEAM Education for Sustainable Development on students’ environmental awareness, environmental attitudes, environmental behavior, and climate awareness in the context of Sustainable Development Goal 13 (Climate Action). STEAM education integrates Science, Technology, Engineering, Arts, and Mathematics to promote creativity, critical thinking, collaboration, and sustainability-oriented problem-solving skills among learners. The study adopted a quantitative cross-sectional survey design and collected data from 200 students enrolled in secondary schools and higher education institutions through structured questionnaires. Descriptive statistics, correlation analysis, and regression analysis were employed to examine the relationships among the study variables. The findings revealed that sustainability-focused STEAM education significantly enhanced students’ environmental awareness, positive environmental attitudes, climate consciousness, and environmentally responsible behavior. The results further indicated strong positive relationships between STEAM learning experiences and sustainable practices among students. The study supported Constructivist Learning Theory and Experiential Learning Theory by emphasizing the importance of active participation and practical learning experiences in promoting environmental responsibility. The study contributed to the growing literature on sustainability education and provided practical implications for educators, curriculum developers, and policymakers in integrating climate education and sustainability concepts into educational practices aligned with SDG 13.